本文選題：學(xué)前兒童 + 幾何圖形組合能力　； 參考：《華東師范大學(xué)》2009年碩士論文

【摘要】： 本研究的目的是考查3-6歲兒童的幾何圖形組合能力的發(fā)展?fàn)顩r和年齡特點(diǎn),以及幾何圖形組合能力與幾何圖形辨認(rèn)能力之間的關(guān)系。被試是從上海市兩所普通幼兒園中隨機(jī)選取的180名學(xué)前兒童,其中,大班幼兒62名,中、小班幼兒各59名。幾何圖形組合能力測(cè)查工具是根據(jù)克萊門茨等人(Clements,WilsonSarama,2004a)的兒童幾何圖形組合能力測(cè)查工具改編而成,幾何圖形辨認(rèn)能力測(cè)查工具是在參考國(guó)內(nèi)外研究的基礎(chǔ)上,自編的圖形命名任務(wù)和旋轉(zhuǎn)圖形匹配任務(wù)量表。測(cè)查主要采用個(gè)別面試的形式,并結(jié)合了對(duì)兒童在測(cè)查過(guò)程中的回答情況和操作行為的分析。研究采用描述性統(tǒng)計(jì)的方法考查了3-6歲兒童的幾何圖形組合能力的發(fā)展?fàn)顩r以及兒童在不同類別的幾何圖形組合任務(wù)上的完成情況;采用多元方差分析的方法考查了3-6歲兒童幾何圖形組合能力的年齡、性別、園所差異問(wèn)題;采用描述性統(tǒng)計(jì)的方法考查了操作經(jīng)驗(yàn)對(duì)兒童幾何圖形組合能力的影響;采用相關(guān)分析和聚類分析的方法考查了幾何圖形組合能力與幾何圖形辨認(rèn)能力之間的相關(guān)關(guān)系;最后,論文還就3-6歲兒童幾何圖形組合能力的發(fā)展?fàn)顩r及年齡特點(diǎn)的研究所蘊(yùn)含的教育意義進(jìn)行了探討。 結(jié)果表明:1.3-6歲兒童的幾何圖形組合能力主要處于零散組合階段到圖像階段過(guò)渡期、圖像階段、圖像階段到形狀組合階段過(guò)渡期這幾個(gè)水平。2.3-6歲兒童的幾何圖形組合能力存在顯著的年齡差異。小班幼兒以零散組合階段到圖像階段過(guò)渡期為主,中、大班幼兒以圖像組合階段到形狀階段過(guò)渡期為主,更多的大班幼兒達(dá)到了形狀組合階段。3.3-6歲兒童完成不同類型的圖形組合任務(wù)時(shí)存在著不同的特點(diǎn),這些特點(diǎn)反映了兒童在圖形組合任務(wù)上的發(fā)展趨勢(shì)。4.3-6歲兒童的幾何圖形組合能力不存在性別差異。5.已有操作經(jīng)驗(yàn)對(duì)3-6歲兒童的幾何圖形組合能力存在影響,有操作經(jīng)驗(yàn)的幼兒表現(xiàn)出更多高水平階段的特征。6.3-6歲兒童的幾何圖形組合能力與幾何圖形辨認(rèn)能力存在著較為復(fù)雜的關(guān)系,兩者之間的發(fā)展水平有可能是一致的,也可能呈現(xiàn)相反的趨勢(shì)。
[Abstract]:The purpose of this study was to investigate the development and age characteristics of geometric combination ability of children aged 3-6 years, and the relationship between geometric combination ability and geometric recognition ability. The participants were 180 preschool children randomly selected from two ordinary kindergartens in Shanghai, including 62 children in large class, 59 children in middle and small classes. The tool is based on Clements, et al.'s Wilson Saramaa 2004a). The tool is based on the reference of domestic and foreign research. Self-designed graph naming task and rotation graph matching task scale. The test was mainly conducted in the form of individual interviews, and the analysis of children's responses and operational behaviors during the course of the tests was carried out. Descriptive statistical method was used to examine the development of geometric composition ability of children aged 3-6 years and their completion on different types of geometric composition tasks. The age, sex and difference of geometric combination ability of children aged 3-6 years were investigated by using the method of multivariate variance analysis, and the influence of operation experience on children's geometric pattern combination ability was examined by descriptive statistical method. Correlation analysis and clustering analysis are used to examine the correlation between geometric pattern combination ability and geometric recognition ability. Finally, The paper also discusses the development of geometry combination ability of children aged 3-6 and the educational significance of the study of age characteristics. The results show that the geometric combination ability of children aged 1.3-6 years is mainly in the transition period from the piecemeal to the image stage, the image stage. There are significant age differences in geometric ability of children aged 2.3-6 years in the transition period from image stage to shape combination stage. Small class children are mainly in transition period from scattered combination stage to image stage, while large class children are mainly in transition period from image combination stage to shape stage. More large class children reached the shape combination stage. 3.3-6 years old children have different characteristics when they complete different types of graph combination tasks. These characteristics reflect the development trend of children in the task of graphic composition. There is no gender difference in geometric ability of children aged 4.3-6 years. The experience of operation has an effect on the geometric combination ability of children aged 3-6 years. Children with operational experience showed more high-level characteristics. There was a more complex relationship between geometric combination ability and geometric recognition ability of children aged 6.3-6 years, and the level of development between them may be consistent. The opposite trend may also be observed.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2009
【分類號(hào)】：G613.4

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

1 張滌;張海燕;;不同階段學(xué)生圖形推理能力的研究現(xiàn)狀[J];東北師大學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版);2013年02期

相關(guān)碩士學(xué)位論文 前3條

1 趙琳;3～6歲幼兒秩序感的發(fā)展特點(diǎn)[D];沈陽(yáng)師范大學(xué);2011年

2 牟曉峰;幼兒園數(shù)學(xué)教育課程實(shí)施的現(xiàn)狀研究[D];魯東大學(xué);2012年

3 袁林;幼兒平面幾何圖形辨認(rèn)能力和組合能力的研究[D];東北師范大學(xué);2012年

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本文編號(hào)：1796707